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Alaska: 10th-Grade Standards

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AK.A. Performance / Content Standard: Geography

A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. A student who meets the content standard should:

A.1. Grade Level Expectation:

Use maps and globes to locate places and regions.

A.2. Grade Level Expectation:

Make maps, globes, and graphs.

A.3. Grade Level Expectation:

Understand how and why maps are changing documents.

A.4. Grade Level Expectation:

Use graphic tools and technologies to depict and interpret the world's human and physical systems.

A.5. Grade Level Expectation:

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

A.6. Grade Level Expectation:

Use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems.

AK.B. Performance / Content Standard: Geography

A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should:

B.1. Grade Level Expectation:

Know that places have distinctive geographic characteristics.

B.2. Grade Level Expectation:

Analyze how places are formed, identified, named, and characterized.

B.3. Grade Level Expectation:

Relate how people create similarities and differences among places.

B.4. Grade Level Expectation:

Discuss how and why groups and individuals identify with places.

B.5. Grade Level Expectation:

Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty.

B.6. Grade Level Expectation:

Make informed decisions about where to live, work, travel, and seek opportunities.

B.7. Grade Level Expectation:

Understand that a region is a distinct area defined by one or more cultural or physical features.

B.8. Grade Level Expectation:

Compare, contrast, and predict how places and regions change with time.

AK.C. Performance / Content Standard: Geography

A student should understand the dynamic and interactive natural forces that shape the earth's environments. A student who meets the content standard should:

C.1. Grade Level Expectation:

Analyze the operation of the earth's physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics.

C.2. Grade Level Expectation:

Distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions.

C.3. Grade Level Expectation:

Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

AK.D. Performance / Content Standard: Geography

A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should:

D.1. Grade Level Expectation:

Know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links.

D.2. Grade Level Expectation:

Explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally.

D.3. Grade Level Expectation:

Interpret population characteristics and distributions.

D.4. Grade Level Expectation:

Analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity.

D.5. Grade Level Expectation:

Analyze how conflict and cooperation shape social, economic, and political use of space.

AK.E. Performance / Content Standard: Geography

A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should:

E.4. Grade Level Expectation:

E.5. Grade Level Expectation:

Establish, explain, and apply criteria useful in selecting political leaders.

E.6. Grade Level Expectation:

Recognize the value of community service.

E.7. Grade Level Expectation:

Implement ways of solving problems and resolving conflict.

AK.F. Performance / Content Standard: Government and Citizenship

A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should:

F.1. Grade Level Expectation:

Understand how the government and the economy interrelate through regulations, incentives, and taxation.

F.2. Grade Level Expectation:

Be aware that economic systems determine how resources are used to produce and distribute goods and services.

F.3. Grade Level Expectation:

Compare alternative economic systems.

F.4. Grade Level Expectation:

Understand the role of price in resource allocation.

F.5. Grade Level Expectation:

Understand the basic concepts of supply and demand, the market system, and profit.

F.6. Grade Level Expectation:

Understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market.

F.7. Grade Level Expectation:

Understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy.

F.8. Grade Level Expectation:

Understand the indicators of an economy's performance, including gross domestic product, inflation, and the unemployment rate.

F.9. Grade Level Expectation:

Understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority.

F.10. Grade Level Expectation:

Understand how international trade works.

AK.G. Performance / Content Standard: Government and Citizenship

A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should:

G.1. Grade Level Expectation:

Apply economic principles to actual world situations.

G.2. Grade Level Expectation:

Understand that choices are made because resources are scarce.

G.3. Grade Level Expectation:

Identify and compare the costs and benefits when making choices.

G.4. Grade Level Expectation:

Make informed choices on economic issues.

G.5. Grade Level Expectation:

Understand how jobs are created and their role in the economy.

G.6. Grade Level Expectation:

Understand that wages and productivity depend on investment in physical and human capital.

G.7. Grade Level Expectation:

Understand that economic choices influence public and private institutional decisions.

AK.A. Performance / Content Standard: History

A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should:

A.1. Grade Level Expectation:

Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

A.2. Grade Level Expectation:

Know that the interpretation of history may change as new evidence is discovered.

A.3. Grade Level Expectation:

Recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians.

A.4. Grade Level Expectation:

Understand that history relies on the interpretation of evidence.

A.5. Grade Level Expectation:

Understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

A.6. Grade Level Expectation:

Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.

A.7. Grade Level Expectation:

Understand that history is dynamic and composed of key turning points.

A.8. Grade Level Expectation:

Know that history is a bridge to understanding groups of people and an individual's relationship to society.

A.9. Grade Level Expectation:

Understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.

AK.B. Performance / Content Standard: History

A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should:

B.1. Grade Level Expectation: Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes

B.1.1. Grade Level Example:

The development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations.

B.1.2. Grade Level Example:

Human communities and their relationships with climate, subsistence base, resources, geography, and technology.

B.1.3. Grade Level Example:

The origin and impact of ideologies, religions, and institutions upon human societies.

B.1.4. Grade Level Example:

The consequences of peace and violent conflict to societies and their cultures.

B.1.5. Grade Level Example:

Major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

B.2. Grade Level Expectation:

Understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.

B.3. Grade Level Expectation:

Recognize that historical understanding is relevant and valuable in the student's life and for participating in local, state, national, and global communities.

B.4. Grade Level Expectation:

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

B.5. Grade Level Expectation:

Evaluate the influence of context upon historical understanding.

AK.C. Performance / Content Standard: History

A student should develop the skills and processes of historical inquiry. A student who meets the content standard should:

The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

AH.ICGP.1. Grade Level Example:

Identifying and summarizing the structures, functions, and transformation of various attributes (e.g., leadership, decision making, social and political organization) of traditional Alaska Native governance. [DOK 2] (GC. A4)

The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

AH.ICGP.2. Grade Level Example:

Using texts/sources to analyze the impacts of the relationships between Alaska Natives and Russians (i.e., Russian Orthodox Church, early fur traders, Russian American Companies, enslavement, and Creoles). [DOK 3] (H. B1d)

The student demonstrates an understanding of the interaction between people and their physical environment by:

AH.PPE.3. Grade Level Example:

Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals or groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

AH.CPD.2. Grade Level Example:

Using texts/source to draw conclusions about the role of the federal government in natural resource development and land management (e.g., jurisdiction, authority, agencies, programs, policies). [DOK 3] (GC. F1)

AH.HI.1.9. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Individual, Citizenship, Governance, Power

The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

AH.ICGP.3. Grade Level Example:

Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership. [DOK 4] (H. C7, C8)

AH.ICGP.4. Grade Level Example:

Explaining Alaskans' quest for self-determination (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

AH.ICGP.5. Grade Level Example:

AH.IGCP.6. Grade Level Example:

Using texts/sources to analyze how the military population and its activities, including administrative, policing, defense, mapping, communication, and construction, have impacted communities. [DOK 3] (H. B2)

AH.ICGP.7 Grade Level Example:

Describing the historical basis of federal recognition of tribes, their inherent and delegated powers, the ongoing nature and diversity of tribal governance, and the plenary power of Congress. [DOK 1] (GC. C8)

AH.HI.1.10 Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Continuity and Change

The student demonstrates an understanding of the chronology of Alaska history by:

The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

AH.CPD.3. Grade Level Example:

Using texts/sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, 'sustained yield' in the Alaska Constitution) in Alaska's development and in the statehood movement. [DOK 3] (G. F1, F4)

The student demonstrates an understanding of the chronology of Alaska history by:

AH.CC.3. Grade Level Example:

Describing how the roles and responsibilities in Alaska Native societies have been continuously influenced by changes in technology, economic practices, and social interactions. [DOK 2] (G. D4, H. B1b)

The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

AH.ICGP.3. Grade Level Example:

Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership (e.g., ANCSA, ANILCA). [DOK 4] (H. C7, C8)

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